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Session 2 8 p15
- 1. EDBE 8P15 – Week 2 Creating Insight
- 2. Class Agenda • Attendance and Questions • Presentations: • Towards a Worldview of Teaching Examine worldview/schemata • Consider Dewey’s experience • Implications for students of our worldview • Narrative Inquiry in Teacher Education • Connelly and Clandinin – 3 Commonplaces of Narrative Inquiry • Looking Ahead
- 3. Towards a Worldview of Teaching • What is schemata/worldview? • Read Aloud Activity: The Important Book, by Margaret Wise Brown • How do we determine our personal schemata? • Why is it important to learners that teachers do? • What are some traditional teaching methods that would enable a teacher to determine the worldview of their students? • Discussion Activity: Read statement, then in a group discuss how this “worldview” might influence a teacher’s relationship with other learners. Report back to large group.
- 4. Looking at life outlooks • “It’s either my way or the highway.” • “Those kinds of kids will never learn how to read and write anyway, what’s the use?” • “You gotta take chances in life.” • “Every experience I live is a gift of life.”
- 5. Dewey
- 6. Experience and Education John Dewey • Traditional vs. Progressive Education • Theory of Experience • How is Dewey’s theory of experience relevant in education today?
- 7. Dewey’s Criteria of Experience • Continuity of experience • Shaping environmental experiences that lead to growth • Interaction • Situation • Continuity and interaction intercept and unite
- 8. Constructivism • An approach to learning and teaching that encourages learners to take an active role in their learning • The learner constructs new knowledge on prior knowledge, building understanding and making sense of new information • Students experience successful learning when they are actively engaged in: constructing knowledge for themselves; reflect on their views and views of others; arrive at new understandings that expand their worldview
- 9. One of the cornerstones of Dewey’s philosophy, with respect to schools, is that education is not a preparation for life; education is life. Discuss this with your peers and its relevance of this belief to classroom teaching today.
- 10. Narrative Inquiry in Teacher Education Readings so far: • How can narrative inquiry be useful in teaching? (Ciuffetelli Parker, 2010, 2011) • Why is story important? (Connelly & Clandinin, 2006) • Why is experience important? (Dewey, 1938)
- 12. Narrative Inquiry Narrative Inquiry is a way of understanding experiences as lived, and as told through stories
- 14. 3 Commonplaces of Narrative Inquiry (Connelly & Clandinin) Temporality Sociality Place
- 15. Activity - Temporality Think of a classroom happening 1) Describe the happening 2) Thinking narratively, ask yourself what else you need to know to give a temporal feeling to that story
- 16. Temporality distinguishes… • To give a narrative explanation one needs to know the temporal history (i.e. what happened the day before, the month before, and so on) • Temporality is the main dimension that distinguishes a telling inquiry from a living inquiry
- 17. Activity - Sociality Imagine the same classroom happening. 1) Only focus on the teacher (feelings, morality, responses to happening, etc). 2) Now only focus on the teacher’s social conditions (i.e. the context including administration, policy, community, etc) that shape the happening and the teacher’s part in it.
- 18. Activity - Place Think back to the classroom happening 1) Describe what happened in abstract form, in general term 2) Now describe the classroom (the place) in its context and full detail, thinking through the impact of this particular place on the happening
- 19. 3 Commonplaces* of Narrative Inquiry (Connelly & Clandinin) Temporality Sociality Place * The study of one or a combination of these might find its place in other forms of qualitative research, but what makes a narrative inquiry is the simultaneous exploration of all 3
- 20. Looking ahead… • Next week’s readings: Schwab (1973); Dewey, Chapter 4 & 5 • Presentations:
- 21. Thank you for another great class! • We covered a lot today. • Thank you for your active participation in our activities and learning today. • Have a great weekend!
Editor's Notes
- Schemata helps us to see how we understand things in our world by the experiences we have already had. It is a worldview that affects profoundly and influences a teacher’s most important knowledge; knowledge about who children are and also the teacher/student relationship Statements on colour paper: It’s either my way or the highway; Why can’t they just sit still and listen?; Go big, or stay home!; We all need to count our blessings; Every experience I live is a gift of life. I’m the teacher…. I know more.
- In groups, students will discuss one worldview and then report back to the large group, answering the question: “How might this statement influence a teacher’s relationship with students if she/he thinks this way about life and teaching?”
- Discuss Dewey and biography of him: born 1859 in Vermount, professor at University of Chicago of Philosophy, Pyschology. Dewey’s interest in schools and his views that school should be a microcosm of the community or the society – of the real world. Reflective thinking and experiential methods in school and society mark him as one of the greatest educational philosophers in the world. Went to Columbia university until he retired in 1930. By age 19, he expressed his worldview as: “If you lose faith in yourself, you lose faith in humankind.” He believed that the purpose of philosophy was that of addressing and solving the problems and conflicts of human life. Dewey was committed to a completely democratic society. Nevertheless, the implementation of Dewey’s process-oriented education was slow because the schools were overwhelmingly staffed with traditionalist educators who fostered such dispositions as authoritarianism – which opposed the development of critical thinking skills. His progressive classroom is characterized by a learning environment that is a practical, simplified version of society. Dewey therefore emphasized a student-centered, activity-oriented curriculum with the focal point being the promotion of reflective thinking. He also believed that the teacher should provide problems or situations that would not only be interesting and challenging, but also would be worthwhile in promoting social growth For Dewey, education is life, not a preparation for life. The most effective way to learn is found in the active doing of something. i.e. writing letters to real people as a follow-up to a lesson on the friendly letter for 2nd graders. Have students discuss this question: One of the cornerstones of Dewey’s philosophy, with respect to schools, is that education is not a preparation for life; education is life. Discuss this with your peers and its relevance of this belief to classroom teaching today.
- -continuity of experience as a principle means that every experience both takes up something from those (experiences) which have gone before and modifies in some way the quality of those (experiences) which come after. Have students come up with an example of this. Growth means growing or developing intellectually, physically and morally. Growth as education and education as growth. Continuity becomes a criterion to determine whether experiences are educative or miseducative. Every experience is a moving force…the mature educator has the responsibility to evaluate each experience of the young in a way in which the one having the less mature experience cannot do…the educator’s business is to see in what direction the experience is heading…failure to take the moving force of an experience into accounst so as to judge and direct it …means the educator is being disloyal to the principle of experience itself. A primary responsibility of educators is that they not only be aware of the general principle of the shaping of the actual experience by envisoning conditions, but that they also recognize surroundings that are conducive to having experiences that lead to growth. Above all, they should know how to utilize the surroundings, physical and social, that exist so as to extract from them Interaction: is the second principle of describing an experience. Interaction assigns equal rights to both factors of experience – objective and internal conditions. Taken together (objective and internal conditions), they form what is called a situation. …The statement that individuals live in a world means, in the concrete, that they live in a series of situations. Interaction is going on between an individual and objects and other persons. Therefore the concepts of situation and interaction are inseparable from each other. “an experience is always what it is because of a transaction taking place between an individual and what, at the time, constitutes his environment, whether the latter consists of persons with whom he is talking about some topic or event, the subject talked about being also a part of the situation, or the toys with which he is playing or the book he is reading, or the materials of an experiment he is performing” The environment is whatever conditions interact with personal needs, desires, purposes, and capacities to create the experience which is had. Continuity and interaction in their active union with each other provide the measure of the educative significance and value of an experience. Therefore, the immediate and direct concern of an educator is with the situations in which interaction takes place. …Failure of adaptation of material to needs and capacities of individuals may cause an experience to be non-educative quite as much as failure of an individual to adapt himself to the material. “What avail is it to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the individual loses his own soul: loses his appreciation of things worthwhile, of the values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur?” (p.49). “Education as growth or maturity should be an ever-present purpose.”
- This is a simple working definition of constructivism that we can use for this course and alongside Dewey theory and Vygotsky theory Notice that the latter point is essentially what this course is attempting to do for you as students!
- Use the case of the Pink Pig story for ease of moving faster for this class.